Student/Parent Handbook Fostering Leadership Academy 2020-2021
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Student/Parent Handbook
Fostering Leadership Academy
2020-2021Table of Contents Section 1: Handbook Introduction p.4 1:1 Welcome to FLA 1:2 Mission Statement 1:3 Vision Statement 1:4 Core Values Section 2: General School Information p.6 2:1 School Calendar 2:2 Daily Schedule 2:3 Board of Directors 2:4 Monthly Board Meetings 2:5 Board Meeting Dates for 2020-2021 2:6 Breakfast/Lunch Program 2:7 Standardized Assessments 2:8 Transportation 2:9 COVID-19 Section 3: Home/School Communication p.10 3:1 Staff Contact Information 3:2 Gradelink 3:3 School Communication 3:4 School Closing Information 3:5 Parent Teacher Conferences 3:6 Report Cards & Progress Reports 3:7 Google Classroom 3:8 Student Grades Section 4: Curriculum p.12 4:1 Trauma Informed Schools Initiative 4:2 Academic Curriculum 4:3 Savaas Realize 4:4 Curriculum Materials 4:5 Multi-Tier Support System (MTSS) 4:6 Physical Education & Health Section 5: Policies and Procedures p.14 5:1 Notice of Non-Discrimination 5:2 Diversity & Inclusion 5:3 Mail & Deliveries Updated on 7/21/20 1
5:4 Complaints 5:5 Confidentiality 5:6 Freedom of Information Act (FOIA) 5:7 American with Disabilities Act (ADA) Section 6: Extracurricular p.17 6:1 Athletics 6:2 Clubs & Groups 6:3 Tutoring 6:4 Parties & Holidays 6:5 Field Trips 6:6 Recess/Playground Section 7: Enrollment p.19 7:1 Enrollment Policy 7:2 Class Size and Offered Seats 7:3 Random Selection/Lottery Procedure 7:4 Waitlist 7:5 Accepting/Declining Offers 7:6 Priority 7:7 Enrollment Procedures 7:8 First Day Attendance 7:9 Standby Opportunity Plan Section 8: Attendance p.22 8:1 Tardy Policy 8:2 Excused & Unexcused Absences 8:3 Documentation 8:4 Chronic Absenteeism 8:5 Communication Regarding Attendance 8:6 Positive Attendance Rewards 8:7 COVID-19 Attendance Section 9: Arrival & Dismissal p.24 9:1 Student Drop Off & Pick Up 9:2 Early Pick Up 9:3 End of Day Pick Up 9:4 Releasing Students to Adults Other Than Parents or Guardians Section 10: Medical/Emergencies p.26 10:1 Medication 10:2 Fire, Tornado, & Lock Down Safety Drills 10:3 Illnesses & Emergencies Section 11: Discipline p.28 11:1 Disciplinary Procedures Updated on 7/21/20 2
11:2 Positive Behavior Intervention System (PBIS) 11:3 Restorative Practices 11:4 Removal, Suspension, Expulsion 11:5 Restraint 11:6 Search & Seizure Section 12: Student Code of Conduct p.30 12:1 School Code of Conduct 12:2 Anti- Harassment 12:3 Sexual Harassment 12:4 Anti-Bullying Policy 12:5 Dress & Grooming Policy 12:6 Homework & Planners 12:7 Use of Tobacco, Alcohol, or Other Drugs 12:8 Weapons Section 13: Technology p.38 13:1 Technology 13:2 1:1 Chromebook Program 13:3 Personal Electronic Devices Section 14: Special Services p.39 14:1 Social Work Services 14:2 Special Education 14:3 Title 1 Section 15: Visitors & Volunteers p.41 15:1 Visitors 15:2 Volunteers Section 16: Agreement Form 16:1 Parent/Guardian & Student Acknowledgement p.42 Updated on 7/21/20 3
Section 1: Handbook Introduction 1:1 Welcome to FLA Dear Parents and Families, Welcome to Fostering Leadership Academy! We are so excited that you are here. Fostering Leadership Academy provides individualized education, treatment, and leadership skills to children impacted by childhood trauma. Our vision is that all students surviving childhood trauma will have access to a quality, trauma- informed education. Through our therapeutic and restorative approaches, we move toward a more meaningful way of responding to student’s needs. We know that meeting students’ emotional and mental health needs is just as important as academics. A safe and inviting atmosphere must lay the foundation for real learning to occur. Staffed with a plethora of highly qualified individuals trained in the field of trauma and restorative practices, our mission is to create a positive, welcoming, and accepting environment for learning for your child and family. Thank you so much for choosing Fostering Leadership Academy, and we look forward to growing with you! Sincerely, FLA Administration Team Updated on 7/21/20 4
1:2 Mission Statement
The mission of Fostering Leadership Academy is to provide individualized education, treatment,
and leadership skills to children impacted by childhood trauma.
1:3 Vision Statement
Our vision is that all students surviving childhood trauma will have access to a quality, trauma-
informed education.
1:4 Core Values
At Fostering Leadership Academy, we pride ourselves on these Five Core Values:
1. Celebrate the worth, diversity, and dignity of every youth and family. With courage
and integrity, we embrace and celebrate the diversity and uniqueness of every individual,
treating all families with love and respect.
2. Work collectively together and through partnerships to provide the best care
possible. Through consummate teamwork and strategic partners in the community, we
ensure our youth and families receive the best programs and services possible.
3. Give voice to our youth and families who do not have a voice. We advocate tirelessly
on behalf of our youth and families in the public, private, and political sector to ensure
their voices are heard.
4. Commit to results. Through research, data, and experiences, we use innovative
practices to meet the increasingly diverse needs of the youth and families we serve.
5. Make a positive impact on our communities. By transforming the lives of our youth
and their families, we strive to make our communities healthier, stronger, and better for
future generations.
Updated on 7/21/20 5Section 2: General School Information
2:1 School Calendar
2020-2021 School Year
Updated on 7/21/20 62:2 Daily Schedule
2:3 Board of Directors
We are grateful to have a knowledgeable and supporting Board of Directors at Fostering
Leadership Academy. Each of the following members are committed to the school’s mission,
vision, and values.
• Eric Doeh- Director
• Zackery Hugg- President
• Van Nguyen- Secretary
• Dan West- Treasurer
• Elizabeth Whittaker-Walker- Vice President
To reach the board, please email fosteringleadershipboard@gmail.com.
2:4 Monthly Board Meetings
Join us each month at our Board of Education meetings. These meetings, which are open to the
public, are where we address a wide variety of topics related to instruction and operations at
Fostering Leadership Academy. Below is our calendar of meetings for the 2020-2021 school
year. In the unlikely event that meeting dates and times need to change the information will be
posted on our website. Please check the website regularly for the most current information. Any
changes to the board meetings will be publicly posted on the doors of the school, on the FLA
Facebook page, on the FLA website, and an email reminder will go out as well. All meetings
begin at 4:00pm until otherwise noted.
Updated on 7/21/20 72:5 Board Meeting Dates for 2020-2021
Monday, July 27, 2020, 4:00PM
Monday, August 24, 2020, 4:00PM
Monday, September 28, 2020, 4:00PM
Monday, October 26, 2020, 4:00PM
Monday, November 30, 2020, 4:00PM
*No Meeting in December
Monday, January 25, 2021, 4:00PM
Monday, February 22, 2021, 4:00PM
Monday, March 29, 2021, 4:00PM
Monday, April 26, 2021, 4:00PM
Monday, May 24, 2021, 4:00PM
Monday, June 28, 2021, 4:00PM
2:6 Breakfast/Lunch Program
FLA participates in the National School Lunch Program to provide healthy school lunches to
students each day at a free or reduced cost. Children will qualify for free or reduced lunch on a
case by case basis depending on household income, family size, and status as a homeless,
migrant, runaway, or foster child. We know how important it is to make sure that students have
nutritionally balanced food in order for them to learn and grow. For that reason, we also
participate in the School Breakfast Program. All school meals adhere to the USDA standards.
2:7 Standardized Assessments
In collaboration with Grand Valley State University, FLA uses NWEA’s Measure of Academic
Progress (MAP) testing throughout the school year to measure grade-level achievement and
growth. MAP testing supports schools by creating assessment solutions that measure proficiency
and growth, while providing insight to teachers, administrators, and staff as to how to tailor
instruction based on student needs. Student will take the MAP tests three times throughout the
school year- in the fall, winter, and spring. Communication about the specific testing dates will
be relayed to students and parents through the Principal Newsletter, teacher’s newsletters, print,
and/or email communication methods. Results of the MAP tests will be provided to parents or
guardians as well. By using MAP throughout the school year, FLA staff is able to measure fall-
to-spring growth as well as annual changes in student performance.
M-STEP will be administered once per year in accordance with Michigan State policies.
Updated on 7/21/20 82:8 Transportation FLA does not provide transportation to any students, at any time, for any reason. Please ensure that you have arranged transportation for your child to and from school, as well as in any situation in which the child may be sick or need to be picked up from school. We will do our best to make sure that your child remains at school for the entire school day, but some situations will arise where your child will need to be picked up. This is mostly the case with an emergency situation, such as a broken bone or another injury as well as your child being ill. 2:9 COVID-19 FLA is consistently monitoring all COVID-19 data and government orders through the state of Michigan. In the event that COVID-19 prevents face to face school instruction, we have plans developed for virtual models. Please refer to FLA’s COVID-19 Preparedness Plan, which is posted on our school website, for more information about COVID-19 policies and procedures. Updated on 7/21/20 9
Section 3: Home/School Communication 3:1 Staff Contact Information All staff contact information can be found on our Fostering leadership Academy website: fosteringleadershipacademy.org. 3:2 Gradelink FLA uses Gradelink as the Student Information System, online enrollment software, and school- to-home communication platform. Through Gradelink, parents and guardians can receive email, voice, and text communication. 3:3 School Communication At FLA we value frequent, transparent, and ongoing communication between administration, staff, students and school families. We know that education is a team effort and to best serve our students everyone must have a voice at the table! For this reason, we have multiple modes of weekly communication. A Principal Newsletter will be sent out to all families, students, staff, and community stakeholders. Please send an email to the Administrative Assistant or stop in the main office to make sure you are added to the list. In addition to the Principal’s Newsletter, there will be updates and event reminders sent out through email, text, and voice message. Each teacher will have their own Google Classroom page accessible from the FLA website. There you will find information about upcoming assignments, due dates, meetings, and other course information. Any other important information can be found on our FLA Website: fosteringleadershipacademy.org. Please contact the main office or Principal with any additional communication concerns. 3:4 School Closing Communication In the event of a school closing or other important emergency notification, all parents/guardians (or families) will be notified via email, text, and/or voice message. Please make sure your email is up to date with the Administrative Assistant in the main office. School closings and delays will be posted on Fox2 Detroit, WXYZ/Channel 7, WDIV/Channel 4 and WWJ-TV/Channel 62. 3:5 Parent Teacher Conferences Parent teacher conferences will be held on three times per year at the end of the first, second, and third marking period. Please contact your child’s teacher if you are unable to make the scheduled conference time frame, and we will work to make sure the progress is communicated another time. Parent, guardian, and/or family attendance is important at parent teacher conferences because together we can ensure success for each child. The FLA staff partners with parents and Updated on 7/21/20 10
families to make sure that we provide the best possible education for each student. We highly value parent engagement. 3:6 Report Cards & Progress Reports Report cards will be issued four times per year at the end of each marking period. Progress reports will be provided halfway through each marking period. The end of each marking period is specified on the School Calendar. Report cards will go out no later than one week after the end of each marking period. Report cards will be given to students to be reviewed with parents/guardians, communication about when report cards will be sent will be in the Principal and teacher newsletters as well as school emails. 3:6 Google Classroom Each teacher will have his/her own Google Classroom page. Students can log on each of their classes to access all lesson information, assignments, and due dates. Students will upload all assignments onto Google Classroom. If any information is missing from your child’s Google Classroom page, please contact your child’s teacher. It is our goal that parents and families are always informed about what is happening in the classroom. 3:7 Student Grades Grades will be updated on a weekly basis and accessible through Gradelink. Each student and family will have their own login information for your student. For issues with logging into Gradelink or accessing your students’ grades, please contact your child’s teacher. Updated on 7/21/20 11
Section 4: Curriculum
4:1 Trauma Informed Schools Initiative
To ensure that all of our staff is truly trauma-informed, we have partnered with Methodist
Children’s Home Society (MCHS) for in-depth training into understanding how trauma affects
our students. Our staff is also trained in Positive Behavior Intervention Support (PBIS),
Restorative Practices, and Multi-Tiered Support Systems (MTSS) to ensure our students are
receiving the quality education they deserve. We collaborate with Grand Valley State University
as well as Wayne RESA to ensure that our students and staff receive the best support possible in
the area. Additionally, we collaborate with therapists, social workers, and other MCHS staff to
learn, collaborate, and understand the complex trauma that many of our students face. In an
effort to rehabilitate students, we commit to a suspension-free and restraint-free campus. We
educate our students through acceptance, understanding, listening, de-escalation techniques,
coping strategies, and more. We are truly committed to providing a safe and welcoming
experience for all students- regardless of their past.
4:2 Academic Curriculum
At Fostering Leadership Academy, we teach from the Michigan Core Content Standards as
outlined on the Michigan Department of Education Website. More information can be found on
the “Academic Standards” tab of the MDE website (Michigan.gov/mde). Each content area is
broken down into weekly objectives and standards. Please see the FLA website for a more
detailed view of our Academic Curriculum Maps for each subject.
4:3 Savaas Realize
All of our curriculum materials are accessible online via Savaas Realize. Each parent and student
will have their own login information. Please contact your child’s teacher for any login
information.
4:4 Curriculum Materials
We use a wide variety of teaching techniques, sources, and supplemental materials to ensure that
our students are exposed to quality resources. Listed below are the programs we use to create
quality instruction at FLA.
Elevate Science Middle Grades
• Math: enVisionmath 6-8
• English Language Arts: MyPerspectives English Language
• Intervention for Math & ELA: SuccessMaker (digital)
• Social Studies: myWorld Interactive American History, myWorld Interactive World
Geography, myWorld Interactive World History
Updated on 7/21/20 12• Science: Elevate Science Middle Grades We welcome the different learning styles and needs of all children, so each student will be provided with digital access to the above programs as well as 1:1 Chromebooks. 4:5 Multi-Tier Support System (MTSS) To ensure that all of our students’ needs are met, even with a diverse range of abilities, FLA utilizes MTSS as an intervention structured to meet students where they are. There is an MTSS block built into the daily schedule at FLA, and this time is used for students to work on individual academic goals. It’s also a time for them to get social work services, special education services, or intervention help from the core content teachers. Any unfinished class work can be completed during this time as well. Each student will be placed in a designated subject/classroom to ensure they are getting what they need specifically. No two students are the same! With the MTSS process, we are able to collect data, use the data to drive instruction, and use quick and easy assessments to track student progress over time. 4:6 Physical Education & Health Physical movement is very important in the physical, mental, and emotional wellbeing of students. At FLA movement is incorporated into the school day with regular opportunities for physical education and activity, in the classroom, during sensory breaks, at recess, and in structured physical education and health classes. Students will have Physical Education class three times per week and Health class twice per week. The student will have some form of either physical education or health every day. In addition to physical education and health, we also incorporate many wellness policies throughout the school day and year to ensure that health and safety is our top priority at FLA. Updated on 7/21/20 13
Section 5: Policies and Procedures 5:1 Notice of Non-Discrimination FLA does not discriminate in its admission policies or practices based on athletic or intellectual abilities, disability, measures of achievement or aptitude, homeless status, status as a handicap person, English proficiency, creed, race, sex, color, religion, national-origin or any other basis that would be illegal for an existing school district. However, FLA reserves the right to limit admission to pupils who are entering grades 6th, 7th, and 8th. 5:2 Diversity & Inclusion Research shows that diversity in schools and communities can be a powerful lever leading to positive outcomes in school and in life. Racial and socioeconomic diversity benefits schools, communities, and children from all background. At FLA, we are committed to enhancing and empowering students of all backgrounds. We are committed to including and uplifting students and families of all race, gender, socioeconomic status, background, sexual orientation, and all other identities. To promote a diverse and inclusive workplace, FLA examines data regarding how diversity is reflected in the students, staff, and administration at FLA. Our focus is to create workplace staff that reflects the population of the students and families we serve. Additionally, our FLA staff is provided professional development opportunities throughout the year to focus on issues surrounding diversity, segregation, prejudice, and biases that still exist throughout our society today. FLA staff will be encouraged to have open and honest collaborative sessions, examining their own personal biases and working to grow toward a more diverse and inclusive world. In addition, we know that all students come in with a wide range of abilities, strengths, and challenges. To ensure a more equitable educational environment for all students, FLA adheres to the provisions as specified in the Every Students Succeeds Act (ESSA). Disadvantaged and high- needs students are protected with additional resources and support in order to ensure the same type of access to the FLA curriculum. All students will be held to high academic standards to prepare them to succeed in college and careers, and interventions and supports will be provided to ensure their success from their individual academic, social, and emotional level. Vital information is provided to teachers, families, students, and communities through the use of MAP testing as well as M-STEP. Additionally, FLA uses frequent progress monitoring to ensure academic and behavioral growth of all students. FLA is committed to supporting the needs of our various student populations. We value student and staff diversity and respect individual learning differences. We scaffold support and work with meeting students where they are. Inclusion is an ongoing process, and we are committed to creating a culture of collaboration, respect, and support. We believe that every student has unique needs and the innate ability to grow and learn. It is our mission to create the environment to make that possible. Updated on 7/21/20 14
5:3 Mail & Deliveries
All mail and packages should be delivered to the main office. The Administrative Assistant or
another FLA staff member should receive all packages. Please contact the Principal or
Administrative Assistant to coordinate large deliveries to ensure someone is there to receive
them. If you need to drop something off to your student during the day, please leave it in the
main office.
5:4 Complaints
As a student and parent/guardian of Fostering Leadership Academy you have a right to be treated
with dignity and respect. Your privacy will be protected. You have the right to file a grievance
concerning the service you receive. FLA is committed to open communication. If you believe
you have a grievance or complaint regarding your treatment at FLA, or a matter regarding
compliance with any rules, acts, policy or procedure, please follow these steps:
1. Notify the teacher or other involved staff member immediately to resolve the problem
with him/her.
2. If the problem still exists, contact the Principal, in writing. Please outline all your
concerns related to the grievance and mail to the following address:
Fostering Leadership Academy
Attn: Abby Stewart
26645 West Six Mile Road
Redford, MI 48240
You may also email the grievance to Abby Stewart at astewart@mchsmi.org.
The principal will respond to the concerns outlined in the grievance within (5) working days. If
the problem remains unresolved after contacting the principal, please contact the Director of
Human Resources, Rachel Martoia by emailing RMartoia@mchsmi.org or calling (313) 683-
9589. If it still is not handled, you may file a written complaint with CEO, Kevin Roach at
kroach@mchsmi.org or (313) 531-9494. Each complaint shall be promptly investigated in a way
that respects the rights, wellbeing, ad privacy of all parties involved.
Please contact the FLA main office with any other concerns about the grievance process.
5:5 Confidentiality
Student information is confidential and protected by the Family Educational Rights and Privacy
Act (FERPA). Educational records are defined as any records that the school holds about
students, including student and family information, grades, test scores, IEPs, disciplinary
records, medical records, attendance information, and any other personal information that would
not be known by the public. FERPA gives parents the right to review and confirm the accuracy
Updated on 7/21/20 15of their students’ educational records. If parents deem something in the student record as
inaccurate, the parent can seek to amend it. Parents have equal access to student information
unless a court order or state law revokes these rights. To file a complaint about an alleged
violation of this policy, please contact the Principal. For more information about student and
family privacy rights, please refer to the protocol as outlined in FERPA.
5:6 Freedom of Information Act (FOIA)
Under the protection of the FOIA, the public has the right to request documents and laws from
FLA. A person can ask the school for a copy of its records on a specific subject, and FLA must
provide those records, unless there is an exemption that protects those records from disclosure
(for example, records containing personal information).
Principal, Abby Stewart has been designated as FLA’s FOIA Officer. You may submit a request
in writing my mail, personal delivery, email, or other means available. The request must specify
the records desired and include the name and address of the person requesting the information.
Any request for public records may be addressed to:
Fostering Leadership Academy
Attn: Abby Stewart
FOIA Officer
26645 W. 6 Mile Rd
Redford, MI 48240
5:7 American with Disabilities Act (ADA)
In accordance with Title II of the Americans with Disabilities Act (ADA) and Section 504 of the
Rehabilitation Act of 1973, no otherwise qualified individual with a disability shall, solely by
reason of his/her disability, be excluded from participation in, be denied the benefits of
educational opportunity, or be subjected to illegal discrimination or retaliation. FLA does not
discriminate in admission or access to, participation in or treatment of, students with disabilities
in its programs and activities. Similarly, FLA does not discriminate against any job applicant or
employee with a disability in any term or condition of employment or in the recruitment process.
Updated on 7/21/20 16Section 6: Extracurricular 6:1 Athletics Due to COVID-19, athletics are currently suspended. We do hope to have athletics in the future, so any new information will be communicated to families via newsletter, website postings, and teacher communication. 6:2 Clubs & Groups We value extracurricular clubs, groups, and activities at FLA. Due to the current COVID-19 circumstances, all extracurricular groups have been suspended. However, we do hope to have extra activities either in person or held virtually throughout the year. More information on this will be communicated by your child’s teacher, on the FLA website, and through Principal Newsletters. 6:3 Tutoring Throughout the year, there may be extra academic opportunities for students to participate in. Tutoring may be provided either in person or virtually, depending on the circumstances brought on by COVID-19. Tutoring opportunities will be communicated through your child’s teacher, on our website, and/or described in the Principal Newsletter. If a student is in need of tutoring, please contact his/her teacher. 6:4 Parties & Holidays We love to celebrate special events at FLA. All parties and holidays will be subject to the COVID-19 Policies and Procedures as it relates to food handling, visitors, gathering maximums, and social distancing. To the greatest extent possible, parties and holidays should be conducted in a way to minimize shared food distribution. Policies and procedures for classroom parties will be communicated prior to the holiday event in accordance with COVID-19 policies. For more information about this, please contact the main office. 6:5 Field Trips While FLA very much values field trips, these have been suspended for the 2020-2021 school year due to COVID-19. In an effort to keep the students, staff, and families of FLA safe, we will be engaging the students in virtual field trips and community partner presentations in alignment with the visitor policies described in the COVID-19 Preparedness and Response Plan. We hope to implement field trips in the future when it becomes safe to do so. Thank you for your patience and understanding during this time. Updated on 7/21/20 17
6:6 Recess/Playground We encourage and support outdoor activity and social engagement by integrating recess into our daily schedule at FLA. When students are out on the playground, they will be supervised at all times by FLA staff. Recess routines and procedures will be in alignment with the safety precautions as described in the COVID-19 Preparedness Plan, which is included on our website. Shared equipment will be cleaned regularly in between each use. Students are to wash their hands before and after recess or being on the playground. During the time outside, students are to wear their masks, maintain social distancing, and avoid touching their face with unwashed hands. Visitors, family members, and siblings are not permitted to use the playground during the day or after school hours unless specific permission has been given by school principal or if an FLA event is taking place. Updated on 7/21/20 18
Section 7: Enrollment 7:1 Enrollment Policy FLA will accept students grade 6th-8th for the 2020-2021 school year, and we will add two grades each year until we are K-8. Grades 4th-8th will be accepted in the 2021-2022 school year, grades 2nd-8th for the 2022-2023 school year, and K-8 for the 2023-2024 school year. Except for foreign exchange students, all students enrolled at FLA must be residents of the state of Michigan. Enrollment is open to all pupils in Michigan who meet the admission policy standards. Enrollment will be conducted on a first come, first served basis. If there are more applicants to enroll at FLA than there are spaces available, a random selection lottery procedure will be used. Any student who was enrolled in FLA in the immediately preceding school year shall be allowed to enroll in the next appropriate grade at FLA unless the appropriate grade is not offered. Students who are re-enrolling must fill out an intent to re-enroll form by the end of the school year for enrollment in the following year. Enrollment Packets will be accepted on a year-round basis. FLA will continue enrolling students until all seats are filled. A waitlist will be used after all seats are filled. 7:2 Class Size and Offered Seats Class sizes and offered seats will be recommended by FLA and submitted each year to the school board of directors for approval. The number of classrooms may fluctuate based on the number and grade level of the students enrolled. 7:3 Random Selection/Lottery Procedure If more students attempt to enroll at FLA than there are spaces available, a random selection lottery procedure will be used. In this procedure, each student attempting to enroll for those few spots will be assigned a number. Their numbers will be written on ping pong balls and placed in a bag. Numbers will be picked from the bag to fill the remaining spots and begin a waitlist. If a student is selected who has siblings who are also applying for admission to FLA, the siblings will be accepted if there are seats available in their grade. If there are no seats available, they will be placed on the waiting list with sibling preference. The person who chooses the numbers will not be related to any student, staff member, anyone applying to the school, or any FLA employee. An accurate record of the enrollment lottery will be kept by one person taking detailed minutes and one person recording the numbers. If the amount of enrollment packets received is fewer than the offered seats in each and every grade level, all eligible applicants will be accepted and there will be no random selection process conducted. 7:4 Waitlist After all spaces are filled, FLA will place the rest of the students from the lottery procedure on the waitlist. The waitlist will continue for students who submit enrollment applications after the Updated on 7/21/20 19
spots are filled. The waitlist will be cleared each year. In order to be placed on the waitlist for
that year, an Enrollment Packet must be filled out for that year. Parents/guardians/caregivers will
be aware of their position on the waitlist. FLA will communicate this to
parents/guardians/caregivers through email and/or formal written letters. If a waitlist does not
exist for a particular grade, but it exists for another grade, the school may (subject to enrollment
limits and board approved offered seats) fill the seat available using the first student on the
waiting list in a different grade. That student will be placed in a grade deemed most beneficial to
the student and school considering class size, teacher capacity, and other school operational and
management factors. All applicants on the waitlist must resubmit an application for the following
school year during the re-enrollment process. FLA will contact parties on the waitlist to see if
they are interested once a spot opens up, and they will be responsible for filling out another
Enrollment Packet.
7:5 Accepting/Declining Offers
FLA will provide offers of enrollment to parents in writing, and parents will be required to
accept or decline that offer in writing. A time frame of one week will be given to accept or
decline the offer in writing. If the offer is declined, that spot may be given to another student
who enrolls or is on the waitlist for enrollment at FLA.
7:6 Priority
FLA reserves the right to give enrollment priority to one or more of the following:
1) A sibling of a student already enrolled at FLA. This includes half siblings who share a
single parent, step siblings who share a parent or parents by marriage, and children who
share a parent or parents through guardianship or adoption.
2) A sibling of someone selected in the random selection lottery procedure.
3) A child of an MCHS or FLA employee.
4) A child of someone who is on the board of directors for FLA.
“Child” includes an adopted child or a legal ward.
If a student selected for a grade level with open seats has a sibling in a grade that does not have
open seats, the student will be accepted in his/her grade level, and the sibling will be placed on
the waitlist. So while sibling preference is given, it is not guaranteed.
7:7 Enrollment Procedures
1. Obtain the Enrollment Packet one of two ways:
1. Download the Enrollment Packet from our website:
www.fosteringleadershipacademy.org.
2. Pick up the Enrollment Packet from our school (26645 W. 6 Mile Rd. Redford,
MI 48240).
Updated on 7/21/20 202. You can return the packet by:
1. Scanning and emailing the completed Enrollment Packet to
fosteringleadership@mchsmi.org. You will receive a confirmation email in reply,
confirming that your packet was received.
2. Mailing the Enrollment Packet to: Fostering Leadership Academy (Attn: Abby
Stewart 26645 W 6 Mile Rd. Redford, MI 48240)
3. Drop off the enrollment packet to our main office at FLA (26645 W. 6 Mile Rd.
Redford, MI 48240).
The first person listed as an Emergency Contact will receive a confirmation phone call and
email, confirming that FLA received the Enrollment Packet by mail. If the Enrollment Packet is
mailed in, one week has gone by, and no confirmation email or phone call is received, please
contact fosteringleadership@mchsmi.org.
You can also email fosteringleadership@mchsmi.org to request a packet. You will be sent an
Enrollment Packet and Enrollment Checklist.
7:8 First Day Attendance
Prior to the first day of school, FLA will send postcards to inform parents/guardians/caregivers
that the student must be present on the first day of school. If the student does not show up on the
first day, and there is no call to request an excused absence by the end of the day, the student
could forfeit his/her registered status in the school and not be enrolled. The school may attempt
to call all students who are not present on the first day to see if he/she is still interested in
enrolling at FLA.
7:9 Standby Opportunity Plan
The Standby Opportunity Plan (SOP) is a procedure where FLA may enroll new students on the
first day of school, depending on the result of students present on the first day in each grade.
With this procedure, FLA will send all applicants on the waitlist a registration card prior to the
first day of school. The person on the waitlist must return the card to FLA by 1:00pm on the first
day of school to be reconsidered for enrollment, providing phone numbers where the application
can be reached. If a seat becomes available, FLA will attempt to reach the
parent/guardian/caregiver listed on the card, and they may be offered a seat. If a student
participates in the SOP, and a seat is not available, they may receive a higher priority on the
waitlist than those who did not participate.
Updated on 7/21/20 21Section 8: Attendance
In order for children to receive quality academic and emotional support on a consistent basis,
students need to be in school. Our goal at FLA is to ensure that all students attend school
regularly. It’s important to the child’s academic success that they show up for school
consistently, and families play a key role in making sure this happens. Attendance will be taken
during the first 10 minutes of class. If you have any questions, if your child has a chronic
condition affecting attendance, or if you need more information, please contact the principal. We
want to work with you!
8:1 Tardy Policy
Students will be marked tardy if he or she arrives five minutes or more after the class starts. A
student will be marked absent if he or she does not arrive to that class period. Ten late arrivals to
class will count as one unexcused absence.
8:2 Excused & Unexcused Absences
“Unexcused absence” refers to any absence that is not an excused absence. For a students’ first
five absences, an “excused absence” would refer to an absence for which documentation of the
reason for the absence has been submitted to the main office and approved. Approvals will be
made by the building principal. For the students’ sixth or subsequent absences for the remainder
of the school year, the absence is only considered excused with submitted and approved
documentation for the following reasons:
• Illness or medical condition (with doctor’s note)
• Medical appointment (with doctor’s note)
• Observance of a religious holiday
• Death in the pupil’s family
• Mandated court appearance
• An educational opportunity approved by the school principal prior to the absence
• Other emergency beyond the control of the students’ family
8:3 Documentation
“Documentation” refers to a written and signed document from a parent or legal guardian, a
signed note from a school employee or official who spoke with the parent or legal guardian
regarding the student’s absence, or a note from a licensed medical professional. Documentation
from a licensed medical professional would only be required if the absence lasted for five or
more school days within the same academic school year.
Updated on 7/21/20 228:4 Chronic Absenteeism
A child is considered to be chronically absent if he or she misses eighteen or more days per
school year. This means that a child can be chronically absent just by missing two days per
month! It’s a warning sign if your child misses ten to seventeen days. A student is considered to
have satisfactory attendance if there are nine or fewer absences per school year. It's normal for
students to miss a few days of school per year due to being sick, but if absences add up then they
could be at serious risk for falling behind academically or socially. We do not want your child to
get discouraged or fall behind in school.
If a student demonstrates a pattern of excessive absences, the following steps will be taken:
• 10 Days Absent – Parent or guardian will be contacted by school personnel and an
attendance advisement letter will be mailed home.
• 15 Days Absent – A meeting with the parent/guardian, teacher, and student will take
place to develop an attendance action plan.
• 20 Days Absent – A meeting with parent/guardian and the Director of Student Support
and Principal will take place to discuss the potential referrals to Oakland County Truancy
Officer.
• 25 Days Absent – The Principal and/or Director of Student Support completes Oakland
Schools referral and submits to Oakland Schools Truancy Program for further follow up
and action.
8:5 Communication Regarding Attendance
At FLA we take special measures to ensure families are supported through phone calls,
attendance letters, parent information nights, and meetings regarding student attendance. If we
suspect a student is in danger of being chronically absent, we will first contact the parents. A
meeting with the teacher, parents, student, and principal will most likely proceed. At this meeting
we will establish interventions to help the child succeed. An Attendance School Success Plan
will be created to track and monitor that students’ attendance. If the student continues to be
absent, other resources may be utilized.
8:6 Positive Attendance Rewards
We have PBIS rewards for good attendance on a monthly, quarterly, and yearly basis. Let us
know how we can best support you and your children so that they can show up for school on
time every day. We want your child to be successful in school!
8:7 COVID-19 Attendance
There are specific instances in which alternative methods of attendance will be permitted. See
FLA’s COVID-19 Preparedness Plan for more information about COVID-19 attendance policies
and procedures.
Updated on 7/21/20 23Section 9: Arrival & Dismissal 9:1 Student Drop Off & Pick Up Please use the West Road Entrance on 6 Mile Road or the side gate entrance off Delaware Avenue to drop off and pick up students. All students should be dropped off in front of the main doors in the front of the building. If there is a line of cars, please wait until your car is directly in front of the main doors to let your child(ren) out of the car. Do not drop off your child(ren) until you are in front of the main door and a FLA staff member has greeted your child. This is for their safety. We want to make sure that we protect the safety of our students from the moment they enter our care in the morning. Upon pick up, a staff member will greet you outside and call inside the building using a communication device for your student to come outside. Only the parent or guardian (shouldn’t we say only those people listed on the pick-up list on enrollment form) is allowed to pick up their child. If you’d like to make special arrangements for someone other than you to pick up your child, please provide written notification to the office prior to pick up. This is also the case if another parent/guardian is taking your child(ren) home. The person you designate to pick up your child must show proof of identification upon arrival. Thank you for helping us ensure that all students at FLA are kept safe! 9:2 Early Pick Up Parents or guardians must sign out a student at the main office in order for that student to be released from school. The Administrative Assistant will call the students’ teacher, and the student will come down to meet the parent or guardian at the main office. In order to maintain a distraction free learning environment for our students, no one is allowed to walk tough the school without permission from the Administrative Assistant or Principal. 9:3 End of Day Pick Up Students are dismissed at 3:26pm every day from school. All students must be picked up from the school by a parent or guardian, or another trusted adult specified on the emergency contact list immediately following the school day ending. If the student is not picked up, the school will attempt contact with the parent, guardian, or another adult listed on the emergency contact sheet. If the student is not picked up by 4:30pm, the police will be contacted. 9:4 Releasing Students to Adults Other Than Parents or Guardians In order for a student to be released to an adult other than their parent or guardian, that person must be written on the student’s emergency card as an adult authorized to do so. If not listed on the emergency card, the parent or guardian can write a signed letter stating permission or send an email to the Administrative Assistant. Authorization can be made over the phone only with Updated on 7/21/20 24
Principal’s approval in special circumstances. All adults must show a valid proof of identification before the student is released. Updated on 7/21/20 25
Section 10: Medical/Emergencies
10:1 Medication
All student medication must be held in the main office with a doctor’s note, any other relevant
documentation, and procedures and instructions for administration of the medicine. This includes
over-the-counter medications, such as cough drops, which are considered medication and also
must be held in the main office. The Administrator’s Assistant will be responsible for the
medical distribution of all students. Please bring any medical prescriptions to the main office
labeled with your child’s name as well as information from a licensed medical professional as to
the administration procedures and frequency.
10:2 Fire, Tornado, & Lock Down Safety Drills
In accordance with the Public Act 12 of 2014, FLA will perform at least five fire safety drills,
two tornado safety drills, and three shelter in place emergency drills throughout the school year.
There will be three fire drills before December 1 and two after December 1. There will be two
tornado drills with one in March. Three shelter-in-place drills will be completed- one by
December 1, one after January 1, and one later in the school year. At least one of each of these
drills will be during recess, lunch, or another time where students are gathered outside of the
classroom. A Fire, Tornado, and Shelter-in-Place Drill Report form will be used, in compliance
with MCL 29.19.
10:3 Illnesses & Emergencies
If students are sick, we will contact the parent or guardian to come pick up the child. If the parent
or guardian is not available, and if the child does not appear to be in immediate danger, we will
try our best to keep the child in a safe and comfortable setting at FLA while continuing to make
contact with the child’s parent or guardian. If the child is experiencing any of the following
circumstances, he/she may need immediate medical care:
• Vomiting twice or more over a 4-hour period or being unable to tolerate normal food and
drink, or both
• A temperature of 100.4 or higher
• Severe coughing or difficulty breathing
• Repeated bouts of severe diarrhea
• Persistent abdominal pain (more than 2 hours)
• Injury or broken bone
• Distorted perceptions; difficulty with vision
• Possible concussion or head injury
• Seizure
• Suicidal threats or attempts
• Any other extreme medical situation
Updated on 7/21/20 26If any of the above circumstances occur, and the parent, guardian, or another trusted adult listed on the emergency contact list either does not answer or cannot come pick up the child, the school will call an ambulance. If the ambulance is called, the parent or guardian will be responsible for the costs associated with the provided medical care. Updated on 7/21/20 27
Section 11: Discipline 11:1 Disciplinary Procedures All disciplinary procedures at FLA will be nonviolent, therapeutic, and restorative approaches created as a team with the teachers, students, administrator, parents or guardians, and clinical staff. Each situation will be treated on a case-by-case basis. FLA is 100% restraint free, and we do not impose school suspensions, unless guided by Michigan Law. Please see the School Code of Conduct section for more information. 11:2 Positive Behavior Intervention System (PBIS) FLA implements a PBIS framework to identify and support positive student behavior. This type of framework exists to support a positive school culture based on encouragement and praise rather than discipline and consequences. All FLA teachers and staff are trained in PBIS and collaborate with Wayne RESA to ensure that all students have an opportunity to succeed. Throughout the week, students may earn PBIS dollars to buy items at our school store. Students also receive PBIS points by completing schoolwork, being helpful and respectful to staff and students, and demonstrating positivity that promotes a warm and inviting school culture. This type of model teaches and encourages students through positivity, so school becomes a fun and safe environment to learn and grow. 11:3 Restorative Practices Everyone makes mistakes! At FLA we know that students are not perfect; neither are adults! For this reason, we are prepared at FLA to teach students to respond to conflict. After an undesirable incident occurs, restorative practices are a way for students to de-escalate, listen, gain empathy into other student’s feelings, talk through differences of opinions, and determine ways to make amends for harms done. This type of framework encourages students and their peers to resolve conflict and rebuild relationships. FLA staff is trained in restorative practices so students have ample opportunities to appropriately interact with their peers and build positive relationships. 11:4 Removal, Suspension, Expulsion At FLA, our goal is to keep all students in school. For that reason, we do not automatically resort to removal, suspensions, or expulsions. All situations are dealt with on a case-by-case basis to determine the most therapeutic and restorative approach to student misconduct. There is no one- size-fits-all model for student discipline. For that reason, we take into consideration the students’ backgrounds, previous incidents, perspectives, and triggers. It is the goal of the FLA staff and administration to provide opportunities for students to learn from mistakes, change their behavior, and learn strategies and techniques for managing difficult emotions. All disciplinary issues will be responded to in a collaborative effort from teachers, administration, and the clinical support team. Updated on 7/21/20 28
11:5 Restraint FLA is 100% restraint free. We are a trauma-informed educational environment that focuses on hand-off methods of managing students. Students need to feel safe at school. Instead of physical management of students, FLA promotes positive classroom management with therapeutic tools, routines and structure, appropriate emotional modeling, de-escalation techniques, restorative rehabilitation, talking through difficult feelings, and responding in an appropriate way to big emotions. 11:6 Search & Seizure Each student at FLA is provided a locker to keep his/her personal belongings in. These lockers are the property of FLA, and while students should have no expectation of privacy with respect to their lockers or contents, we respect the privacy of our students from unreasonable searches. The only way FLA would search the locker or belongings of a student is if there was reasonable suspicion of that student possessing something that could cause harm to that student or another student at FLA. When conducting locker searchers, FLA personnel has the right to contact law enforcement if deemed appropriate by the school principal. No search will be done alone. All searches of personal property on school grounds will be conducted in a manner consistent with applicable legal standards. Updated on 7/21/20 29
Section 12: Student Code of Conduct
12:1 School Code of Conduct
While being mindful of the impact of trauma on student learning, behavior, and interactions in a
school setting we still hold our students to a high standard. The following policies are put in
place to provide a safe, therapeutic, welcoming environment for all students to learn and grow.
All discipline procedures are grounded in a non-punitive, therapeutic, trauma-informed, and
restorative model.
12:2 Anti- Harassment
All students deserve a safe and welcoming school environment culture to learn and grow in.
Harassment of any kind is prohibited and will be addressed on a case by case basis. Please let the
principal know right away if your child is victim of harassment. Methods of restorative
rehabilitation, therapy, and remedial services will be provided in response to harassment.
12:3 Sexual Harassment
Sexual harassment includes any form of unwelcome sexual or flirtatious advances, requests for
sexual factors, and other visual, physical, or verbal conduct of a sexual nature. This type of
conduct will not be tolerated at FLA. Examples of sexual harassment include, but are not limited
to, the following:
• Cornering or blocking someone’s movement
• Touching another student’s clothing or body in a sexual way
• Derogatory comments, flirtations, verbal abuse, or sexually degrading descriptions
• Graphic comments about a person’s body, sexual jokes, stories, drawings, gestures,
pictures, or spreading sexual rumors
Sexual harassment will be dealt with on a case-by-case basis with the administrative team as well
as the social worker, special education teachers, general education teachers, families, students,
and other involved parties. Students will be taught and coached to respect other peoples’ bodies,
feelings, and boundaries.
12:4 Anti-Bullying Policy
This Anti-Bullying Policy is taken from the Model Anti-Bullying Policy from the Michigan
Department of Education.
A school that is physically and emotionally safe and secure for all students promotes good
citizenship, increases student attendance and engagement, and supports academic achievement.
To protect the rights of all students and groups for a safe and secure learning environment, the
board of education prohibits acts of bullying, harassment, and other forms of aggression and
violence. Bullying or harassment, like other forms of aggressive and violent behaviors, interferes
Updated on 7/21/20 30with both a school’s ability to educate its students and a student’s ability to learn. All
administrators, faculty, staff, parents, volunteers, and students are expected to refuse to tolerate
bullying and harassment and to demonstrate behavior that is respectful and civil.
“Bullying” or “harassment” is any gesture or written, verbal, graphic, or physical act (including
electronically transmitted acts – i.e., cyberbullying, through the use of internet, cell phone,
personal digital assistant (pda), computer, or wireless handheld device, currently in use or later
developed and used by students) that is reasonably perceived as being dehumanizing,
intimidating, hostile, humiliating, threatening, or otherwise likely to evoke fear of physical harm
or emotional distress and may be motivated either by bias or prejudice based upon any actual or
perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual
orientation, gender identity or expression; or a mental, physical, or sensory disability or
impairment; or by any other distinguishing characteristic, or is based upon association with
another person who has or is perceived to have any distinguishing characteristic. Bullying and
harassment also include forms of retaliation against individuals who report or cooperate in an
investigation under this policy. Such behaviors are considered to be bullying or harassment
whether they take place on or off school property, at any school-sponsored function, or in a
school vehicle or at any time or place where a child’s imminent safety or over-all well-being may
be at issue.
“Bullying” is conduct that meets all of the following criteria:
• is reasonably perceived as being dehumanizing, intimidating, hostile, humiliating,
threatening, or otherwise likely to evoke fear of physical harm or emotional distress;
• is directed at one or more pupils;
• is conveyed through physical, verbal, technological or emotional means;
• substantially interferes with educational opportunities, benefits, or programs of one or
more pupils;
• adversely affects the ability of a pupil to participate in or benefit from the school
district’s or public school’s educational programs or activities by placing the pupil in
reasonable fear of physical harm or by causing emotional distress; and,
• is based on a pupil’s actual or perceived distinguishing characteristic (see above) or is
based on an association with another person who has or is perceived to have any of these
characteristics.
“Harassment” is conduct that meets all of the following criteria:
• is reasonably perceived as being dehumanizing, intimidating, hostile, humiliating,
threatening, or otherwise likely to evoke fear of physical harm or emotional distress;
• is directed at one or more pupils;
• is conveyed through physical, verbal, technological or emotional means;
• substantially interferes with educational opportunities, benefits, or programs of one or
more pupils;
• adversely affects the ability of a pupil to participate in or benefit from the school
district’s or public school’s educational programs or activities because the conduct, as
Updated on 7/21/20 31reasonably perceived by the pupil, is so severe, pervasive, and objectively offensive as to
have this effect; and,
• is based on a pupil’s actual or perceived distinguishing characteristic (see above) or is
based on an association with another person who has or is perceived to have any of these
characteristics.
The scope of this policy includes the prohibition of every form of bullying, harassment, and
cyberbullying/harassment, whether in the classroom, on school premises, immediately adjacent
to school premises, when a student is traveling to or from school, or at a school-sponsored event,
whether or not held on school premises. Bullying or harassment, including cyberbullying/
harassment, that is not initiated at a location defined above is covered by this policy if the
incident results in a potentially material or substantial disruption of the school learning
environment for one or more students and/or the orderly day-to- day operations of any school or
school program.
Fostering Leadership Academy expects students to conduct themselves in a manner in
keeping with their levels of development, maturity, and demonstrated capabilities with a
proper regard for the rights and welfare of other students, school staff, volunteers, and
contractors.
A comprehensive health education curriculum, within a coordinated school health framework,
helps students attain knowledge and skills vital to school success, a productive workforce and
good citizenship. Critical skills include anticipating consequences of choices, making informed
decisions, communicating effectively, resolving conflicts, and developing cultural competency.
Standards for student behavior will be set through interaction among the students, parents and
guardians, staff, and community members of the school district, producing an atmosphere that
encourages students to grow in self-discipline and their ability to respect the rights of others. The
development of this atmosphere requires respect for self and others, as well as for district and
community property on the part of students, staff, parents, and community members.
Fostering Leadership Academy believes that the best discipline for aggressive behavior is
designed to (1) support students in taking responsibility for their actions, (2) develop empathy,
and (3) teach alternative ways to achieve the goals and the solve problems that motivated the
aggressive behavior. Staff members who interact with students will apply best practices designed
to prevent discipline problems and encourage students’ abilities to develop self-discipline and
make better choices in the future.
Since bystander support of bullying and harassment can encourage these behaviors, the district
prohibits both active and passive support for acts of harassment or bullying. The staff will
encourage students not to be part of the problem; not to pass on the rumor or derogatory
message; to walk away from these acts when they see them; to constructively attempt to stop
them; to report them to the designated authority; and to reach out in friendship to the target.
Periodic classroom meetings will be conducted to teach bystanders how and when to respond to
bullying and harassment incidents. Informal classroom discussions and activities designed to
provide awareness and increase student connectedness promote a positive shift in peer norms
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